North Adams Public Schoolsrevised 2012

North Adams Public Schools Revised 2012 Curriculum Map

Topic 1: Origins of the Civil Rights Movement Notes Unit Vocabulary Assessment

Massachusetts Frameworks Expectations Required Summative  Emmett Till District 1. Identify two events that ignited the 1960s USII.25 Analyze the origins, goals, and key events  Montgomery Civil Rights Movement of the Civil Rights movement. (H) Bus Boycott January Assessment Events: 2. Explain the impact of the following events on  Medger Evers A. Brown v. Board of Education (1954) the 1960s Civil Rights Movement:  Rosa Parks  Martin Luther B. the 1955-1956 Montgomery Bus Boycott A. Brown v. Board of Education King Jr. C. the 1957-1958 Little Rock School Crisis B. Montgomery Bus Boycott  SCLC C. Little Rock School Crisis  March on Common Core D. Murder of Emmett Till Washington  Malcolm X Materials 11-12.RI.1 Cite strong and thorough textual  Thurgood Marshall evidence to support analysis of what the text says 1. Facing History and Ourselves, The Murder of Emmett explicitly as well as inferences drawn from the text, Till: A Series of Four Lessons  Robert Kennedy including determining where the text leaves matters  Black Panthers 2. The Untold Story of Emmett Louis Till – Think Films  Civil Rights uncertain. Documentary  NAACP  SNCC 11-12.RI.2 Determine two or more central ideas of a 3. Facing History and Ourselves, Choices in Little Rock text and analyze their development over the course 4. Rosa – Nikki Giovanni Enrichment of the text, including how they interact and build on  Freedom Riders one another to provide a complex analysis; provide 5. Free At Last: A History of the Civil Rights Movement – an objective summary of the text. Richard Cohen  Civil Rights Bill 6. Voice of the Civil Rights – History Channel  Bobby Seale 11-12.W.2 Write informative/explanatory texts to Documentary  Angela Davis examine and convey complex ideas, concepts, and 7. The Sixties in America Almanac –Civil Rights  Greensboro information clearly and accurately through the Sit-ins elective selection, organization, and analysis of content. 8. “The Shocking Story of Approved Killing in Mississippi” Look magazine, January 24, 1956

1 9. “Desegregation’s First Test” Milestones in American Enrichment History Vocabulary Cont. Topic 2: Key Events of the Civil Rights Movement Notes Assessment  Voter Registration Massachusetts Frameworks Expectations Summative Drives District USII.25 Analyze the origins, goals, and key events of the 1. Identify three Civil Rights organizations  James Meredith Civil Rights movement. (H)  Eugene “Bull” January Events: 2. Identify and explain the goals of three Civil Connor Assessment Rights leaders  KKK A. the sit-ins and freedom rides of the early 1960s  J.F.K. 3. Analyze the impact of two of the key events  Eisenhower B. the 1963 civil rights protest in Birmingham of the Civil Rights movement (listed below): C. the 1963 March on Washington  Children’s March D. the 1965 civil rights protest in Selma A. the sit-ins and freedom rides of the early 1960s  1964 Civil E. the 1968 assassination of Martin Luther Rights Act King, Jr. B. the 1963 civil rights protest in Birmingham  1965 Voting C. the 1963 March on Washington Rights Act Common Core D. the 1965 civil rights protest in Selma  CORE E. the 1968 assassination of Martin  Non-Violent 11-12.RI.1 Cite strong and thorough textual evidence to Luther King, Jr. Resistance support analysis of what the text says explicitly as well as inferences drawn from the text, including determining Materials where the text leaves matters uncertain. 1. Free At Last: A History of the Civil Rights Movement – Richard Cohen 11-12.W. 2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and 2. The Sixties in America Almanac –Civil Rights information clearly and accurately through the elective selection, organization, and analysis of content. 3. I Have a Dream – Martin Luther King Jr.

11-12.W.4. Produce clear and coherent writing in which 4. Freedom Summer – Congress of Racial Equality the development, organization, and style are appropriate 5. Letter from a Birmingham Jail – MLK Jr. to task, purpose, and audience. North Adams Public Schools Revised 2012 Curriculum Map

6. Mississippi Burning – MGM (DVD)

7. The Children’s March – Mighty Times

Topic 3: From Non-Violence to Black Power Notes Assessment

Massachusetts Frameworks Expectations Summative District USII.25 Analyze the origins, goals, and key events of the 1. Explain the split in the Civil Rights Civil Rights movement. (H) movement between nonviolent groups and January the more militant groups. Assessment Common Core 2. Identify and describe the causes and 11-12. RI.6 Determine an author’s point of view or effects of two race riots during the 1960s purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Materials

11-12.RI.7 Integrate and evaluate multiple sources of 1. Black Power speech – Stokely Carmichael information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to 2. The Sixties in America Almanac – Civil address a question or solve a problem. Rights

11-12.W.4. Produce clear and coherent writing in which 3. The Sixties – Todd Gitlin the development, organization, and style are appropriate to task, purpose, and audience. 4. Boom – Tom Brokaw

5. The Portable Sixties Reader – Ann 11-12.W.7 Conduct short as well as more sustained research projects to answer a question (including a self- Charters generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize 6. We Shall Overcome – L.B.J. address to multiple sources on the subject, demonstrating Congress understanding of the subject under investigation.

3 7. Malcolm X – documentary

8. The Ballot or the Bullet – Malcolm X

Topic 4: Impact of the Civil Rights Movement Notes Assessment

Massachusetts Frameworks Expectations Summative District USII.26 Describe the accomplishments of the civil rights 1. Explain the significance of movement. (H, E) integration and desegregation to the Civil January A. the 1964 Civil Rights Act and the 1965 Voting Rights movement Assessment Rights Act B. the growth of the African American middle class, Materials increased political power, and declining rates of African American poverty 1. The Civil Rights Movement: What Good Was it? – Alice Walker Common Core 2. 1964 Civil Rights Act 11-12.RI.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., 3. 1965 Voting Rights Act visually, quantitatively) as well as in words in order to address a question or solve a problem. 4. The Importance of Civil Rights Legislation – Robert F. Kennedy (The 11-12.W.7 Conduct short as well as more sustained research 1960s: Great Speeches in History) projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry 5. Boom – Tom Brokaw when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. North Adams Public Schools Revised 2012 Curriculum Map

Topic 1: The Kennedys - A Family History Notes Unit Vocabulary Assessment

Common Core Expectations Required Summative  John F. District 1. Explain Kennedy’s private and political Kennedy 11-12.W.1 Write arguments to support claims in an career before his presidency  Age of Camelot January analysis of substantive topics or texts, using valid  Robert F. Assessment reasoning and relevant and sufficient evidence. Kennedy A. Introduce precise, knowledgeable claim(s), Materials  Jackie O establish the significance of the claim(s),  Caroline distinguish the claim(s) from alternate or 2. The Kennedys: America’s Emerald Kings opposing claims, and create an organization that Kennedy logically sequences claim(s), counterclaims,  John F. reasons, and evidence. 3. JFK Presidential Library and Museum Kennedy Jr. “The Kennedy Family” online at B. Develop claim(s) and counterclaims fairly and  Jack Ruby www.jfklibrary.org/JFK/The-Kennedy- thoroughly, supplying the most relevant evidence  Lee Harvey Family.aspx for each while pointing out the strengths and Oswald limitations of both in a manner that anticipates 4. The Kennedy Curse: Why Tragedy Has  Warren the audience’s knowledge level, concerns, values, Commission and possible biases. Haunted America's First Family for 150 Years – Edward Klein  Lyndon B. C. Use words, phrases, and clauses as well as varied Johnson syntax to link the major sections of the text, create cohesion, and clarify the relationships 5. Of Kennedys & Kings – Harris Wofford  Richard Nixon between claim(s) and reasons, between reasons  “New Frontier” and evidence, and between claim(s) and  Bay of Pigs counterclaims.  Cuban Missile D. Establish and maintain a formal style and Crisis objective tone while attending to the norms and  Space Race conventions of the discipline in which they are  Peace Corps writing.

5 E. Provide a concluding statement or section that follows from and supports the argument presented.

Topic 2: The Age of Camelot Notes Enrichment Assessment Vocabulary Massachusetts Frameworks Expectations  Nikita Summative Khrushchev District USII.28 Analyze the important domestic policies 1. Identify and describe three successful  Guantanamo and events that took place during the presidencies of domestic policies of the Kennedy  John Glenn January Presidents Kennedy, Johnson, and Nixon. (H) administration  Cape Canaveral Assessment A. The space exploration program  Dean Rusk, -- 2. Identify and describe three challenges of Secretary of the Kennedy administration State Common Core  Robert S. Materials McNamara -- 11-12.RI.5 Analyze and evaluate the effectiveness Secretary of of the structure an author uses in his or her 1. JFK: A Presidency Revealed – The History Defense exposition or argument, including whether the Channel  Jim Garrison structure makes points clear, convincing, and engaging. 2. JFK Presidential Library and Museum online at www.jfklibrary.org 11-12.RI.9 Analyze seventeenth, eighteenth, and nineteenth-century foundational U.S. documents of 3. “Justice and the Department” The Sixties: historical and literary significance (including The Years of Hope, Days of Rage – Todd Gitlin Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s 4. “On the Buildup of Soviet Missiles in Second Inaugural Address) for their themes, Cuba” – John F. Kennedy The 1960s: purposes, and rhetorical features. Great Speeches in History

5. “The Nation’s Space Effort” – John F. Kennedy The 1960s: Great Speeches in History North Adams Public Schools Revised 2012 Curriculum Map

6. JFK Inaugural Address – American Rhetoric

Topic 3: Assassination of a President Notes Assessment

Massachusetts Frameworks Expectations Summative District USII.28 Analyze the important domestic policies 1. Explain two conspiracies surrounding the and events that took place during the presidencies of assassination of President Kennedy January Presidents Kennedy, Johnson, and Nixon. (H) Assessment A. The assassination of President Kennedy 2. Explain the findings of the Warren Commission

Common Core Materials

11-12.W.7 Conduct short as well as more sustained 1. JFK – Oliver Stone research projects to answer a question (including a self-generated question) or solve a problem; narrow 2. President Kennedy Has Been Shot – Cathy or broaden the inquiry when appropriate; synthesize Trost, Susan Bennett, Dan Rather multiple sources on the subject, demonstrating understanding of the subject under investigation. 3. The Kennedy Assassination Tapes

11-12.W.8 Gather relevant information from 4. The Warren Commission multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths 5. JFK Assassination Records and limitations of each source in terms of the task, http://www.archives.gov/research/jfk/ purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection,

7 and research.

Topic 4: The Kennedy Legacy Notes Assessment

Massachusetts Frameworks Expectations Summative District USII.28 Analyze the important domestic policies 1. Describe the impact of the Kennedy legacy and events that took place during the presidencies of on the following events: January Presidents Kennedy, Johnson, and Nixon. (H) a. Civil Rights Assessment b. Vietnam War c. Cold War policies Common Core d. Space exploration

11-12.W.10 Write routinely over extended time frames (time for research, reflection, and revision) Materials and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 1. Kennedys – Edited by Clint Willis 11-12.RI.10 By the end of grade 12, read and 2. Of Kennedys & Kings – Harris Wofford comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently 3. JFK Presidential Library and Museum and proficiently. online at www.jfklibrary.org North Adams Public Schools Revised 2012 Curriculum Map

Topic 1: Prelude to War – The French Legacy Notes Unit Vocabulary Assessment

Massachusetts Frameworks Expectations Required Summative  Vietnam District USII.19 Analyze the sources and, with a map of the 1. Explain the role of the French in the  Ho Chi Minh world, located the areas of Cold War conflict prelude to the Vietnam War  17th parallel January between the U.S. and the Soviet Union. (H,G)  Dien Bien Phu Assessment 2. Discuss the foreign policies of A. the Vietnam War  Ngo Dinh Diem Eisenhower, Kennedy, and Johnson  Ngo Dinh Nhu Common Core  Lyndon B. Johnson Materials  Richard Nixon 11-12.W.10 Write routinely over extended time  John F. frames (time for research, reflection, and revision) 1. “The French Legacy” – Nam: A Kennedy and shorter time frames (a single sitting or a day or Photographic History  J. William two) for a range of tasks, purposes, and audiences. 2. “Challenging Kennedy’s Politics” – Ho Fulbright 11-12.RI.10 By the end of grade 12, read and Chi Minh - The 1960s: Great Speeches in  Gulf of Tonkin comprehend literary nonfiction at the high end of the History William McConnell Resolution grades 11–CCR text complexity band independently  George Kennan and proficiently. 3. “The Rationale Behind the War” –  Henry Kissinger Lyndon B. Johnson - The 1960s: Great  Robert S. Speeches in History William McConnell McNamara  Agent Orange 4. Dear America: Letters Home from  Napalm Vietnam  Tet Offensive  My Lai Massacre  Operation

9 Rolling Thunder  Vietnamization Topic 2: Escalation Notes Enrichment Assessment Vocabulary Massachusetts Frameworks Expectations  Kent State Summative  Campus District USII.20 Explain the causes, course, and 1. Explain two reasons why the United Protests consequences of the Vietnam War and summarize States entered into the Vietnam War  Saigon January the diplomatic and military policies of Presidents  Army of the Assessment Eisenhower, Kennedy, Johnson, and Nixon. (H) 2. Identify Lyndon B. Johnson, Richard Republic of Nixon, and Robert McNamara and explain Vietnam their individual roles in the Vietnam War Common Core  Domino Theory  Fragging  Geneva 11-12.W.7 Conduct short as well as more sustained Materials research projects to answer a question (including a Conference  Charlie self-generated question) or solve a problem; narrow 1. Nam: A Photographic History or broaden the inquiry when appropriate; synthesize  Viet Cong multiple sources on the subject, demonstrating 2. Dear America: Letters Home from  R&R understanding of the subject under investigation. Vietnam (Book and Documentary)  Pentagon Papers 11-12.W.8 Gather relevant information from 3. Platoon  Daniel Ellsberg multiple authoritative print and digital sources, using  Students for a advanced searches effectively; assess the strengths 4. The Vietnam War – The History Channel Democratic and limitations of each source in terms of the task, Society purpose, and audience; integrate information into the 5. Vietnam in HD – The History Channel  Port Huron text selectively to maintain the flow of ideas, Statement avoiding plagiarism and overreliance on any one 6. Vietnam War History at: source and following a standard format for citation. http://www.digitalhistory.uh.edu/modules/ vietnam/index.cfm 11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. North Adams Public Schools Revised 2012 Curriculum Map

Topic 3: Opposition Notes

Massachusetts Frameworks Expectations Summative District USII.28 Analyze the important domestic policies 1. Discuss the anti-war movement and and events that took place during the presidencies of explain how it developed January Presidents Kennedy, Johnson, and Nixon. (H) Assessment 2. Describe the draft A. the anti-war and counter-cultural movements 3. Discuss the role of the media in fanning Common Core the flames of the anti-war movement

11-12.W.10 Write routinely over extended time frames (time for research, reflection, and revision) Materials and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 1. “Give Peace A Chance: The Anti-war Movement” - The 1960s: Great Speeches 11-12.RI.10 By the end of grade 12, read and in History William McConnell comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently 2. The 1960s Cultural Revolution – John and proficiently. McWilliams

3. “Ending Tyranny at Home and Abroad” - The 1960s: Great Speeches in History William McConnell

4. “A Soldier Speaks Against the War” - The 1960s: Great Speeches in History William McConnell

5. A Rumor of War – Philip Cupato

11 Topic 4: Coming Home Notes

Massachusetts Frameworks Expectations Summative District USII.20 Explain the causes, course, and 1. Explain Vietnamization consequences of the Vietnam War and summarize January the diplomatic and military policies of Presidents 2. Describe the consequences and benefits of Assessment Eisenhower, Kennedy, Johnson, and Nixon. (H) the withdrawal of American troops from Vietnam

USII.28 Analyze the important domestic policies 3. Identify the Vietnam Veterans Memorial and events that took place during the presidencies of in Washington D.C. Presidents Kennedy, Johnson, and Nixon. (H)

11-12.W.10 Write routinely over extended time 1. “Vietnamization: Working to End the frames (time for research, reflection, and revision) War” Richard Nixon - The 1960s: Great and shorter time frames (a single sitting or a day or Speeches in History William McConnell two) for a range of tasks, purposes, and audiences. 2. The 1960s Cultural Revolution – John 11-12.RI.10 By the end of grade 12, read and McWilliams comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently 3. Echoes From the Wall and proficiently. North Adams Public Schools Revised 2012 Curriculum Map

Topic 1: Haight-Ashbury & the Merry Pranksters Notes Vocabulary Assessment

Common Core Expectations Required Summative District 1. Explain the how the counterculture  Hippie 11-12.RI.7 Integrate and evaluate multiple sources emerged in the 1960s and what the  Counterculture June Assessment of information presented in different media or Hippies “stood” for (politically and  Ken Kesey formats (e.g., visually, quantitatively) as well as in socially) words in order to address a question or solve a  the Merry problem. Pranksters 2. Discuss the importance of Ken Kesey and  Haight-Ashbury the Merry Pranksters to the counterculture  the Diggers movement 11-12.W.7 Conduct short as well as more sustained  LSD research projects to answer a question (including a  kool-aid acid Materials self-generated question) or solve a problem; narrow trips or broaden the inquiry when appropriate; synthesize  tye-dye multiple sources on the subject, demonstrating 1. Documentary: Magic Bus  San Francisco understanding of the subject under investigation. 2. The Electric Kool Aid Acid Test – Tom  Hippie Wolfe Communes 11-12.W.8 Gather relevant information from  Woodstock multiple authoritative print and digital sources, using 3. Hippie  Summer of advanced searches effectively; assess the strengths Love and limitations of each source in terms of the task, 4. America Dreaming: How Youth Changed  Timothy Leary purpose, and audience; integrate information into the in America in the 60s – Laban Chuck Hill text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one 5. The Sixties in America Almanac Enrichment source and following a standard format for citation. Vocabulary  Neal Cassady  Flower child  New Left  Allen Ginsberg

13  Twiggy Topic 2: Turn on, Tune In, Drop Out Notes  Mod Assessment  Bell Bottoms Common Core Expectations  Beatles Summative  Andy Warhol District 1. Identify Timothy Leary and his phrase  Roy 11-12.W.2 Write informative/explanatory texts to “Turn On, Tune In, Drop Out” June Assessment examine and convey complex ideas, concepts, and Lichtenstein  Op-Art information clearly and accurately through the 2. Explain why President Richard Nixon elective selection, organization, and analysis of called Leary “The most dangerous man in content. America”

11-12.RI.10 By the end of grade 12, read and 3. Analyze the purpose and consequences of comprehend literary nonfiction at the high end of the increased psychedelic drug use in the grades 11–CCR text complexity band independently 1960s and proficiently. Materials

1. Turn On, Tune In, Drop Out – Timothy Leary

2. The Harvard Psychedelic Club – Don Lattin

3. Timothy Leary – How to Operate your Brain http://youtu.be/0Qft6EbNA74 North Adams Public Schools Revised 2012 Curriculum Map

Topic 3: Entertainment, Fashion, & Music Notes Assessment

Common Core Expectations Summative District 1. Identify five musical artists of the 1960s 11-12.W.7 Conduct short as well as more sustained June Assessment research projects to answer a question (including a 2. Discuss the importance of Woodstock to self-generated question) or solve a problem; narrow the counterculture of the 1960s or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Materials

11-12.W.8 Gather relevant information from 1. Woodstock (documentary) multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths 2. New York Times History of Woodstock – and limitations of each source in terms of the task, Three Days of Peace, Music and Love – purpose, and audience; integrate information into the Paper archives text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one 3. The 1960s: Pop Culture source and following a standard format for citation. “Music/Entertainment”, “Fashion” and “Food” 11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

15 Topic 4: Art in the 60s Notes Assessment

Common Core Expectations Summative District 1. Describe the Pop Art movement of the 11-12.W.7 Conduct short as well as more sustained 1960s June Assessment research projects to answer a question (including a self-generated question) or solve a problem; narrow Materials or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating 1. The 1960s: Pop Culture “Visual Arts” understanding of the subject under investigation. 2. Roy Lichtenstein and Warhol Prints 11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. North Adams Public Schools Revised 2012 Curriculum Map

Topic 1: The Feminine Mystique Effect Notes Vocabulary Assessment

Massachusetts Frameworks Expectations Required Summative  Betty Freidan District USII.27 Analyze the causes and course of the women’s 1. Identify Betty Freidan and the Feminine  Gloria Steinem rights movement in the 1960s and 1970s. (H) Mystique  Equal Rights June Assessment A. Betty Freidan and Gloria Steinem Amendment B. increasing number of working women 2. Define the term feminism C. the formation of the National Organization of  National Women in 1967 Organization of 3. Explain the Equal Rights Amendment and Women its impact on the Women’s Rights  Birth Control Common Core Movement  Roe v. Wade  Feminism Materials 11-12.RI.7 Integrate and evaluate multiple sources of  Rachel Carson information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to 1. The Feminine Mystique – Betty Freidan  Ralph Nader address a question or solve a problem.  Environmental 2. “The Women’s Movement” Protection 11-12.W.7 Conduct short as well as more sustained research Agency projects to answer a question (including a self-generated 3. A Strange Stirring – Stephanie Coontz  Clean Water & question) or solve a problem; narrow or broaden the inquiry Air Acts when appropriate; synthesize multiple sources on the 4. “After Black Power, Women’s  Earth Day subject, demonstrating understanding of the subject under  Silent Spring investigation. Liberation” – New York Magazine – Gloria Steinem  Feminine Mystique 11-12.W.8 Gather relevant information from multiple  DDT authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of  Sandra Day each source in terms of the task, purpose, and audience; O’Connor integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

17 North Adams Public Schools Revised 2012 Curriculum Map

Topic 2: A Women’s Right to Choose? Notes Assessment

Expectations Enrichment Summative Massachusetts Frameworks Vocabulary District 1. Discuss the impact of Roe v. Wade  Jimmy Carter USII.27 Analyze the causes and course of the women’s  Ronald Regan June Assessment rights movement in the 1960s and 1970s. (H) 2. Explain opposition to the Women’s A. the debate over the Equal Rights Amendment Movement B. the 1973 Supreme Court case, Roe v. Wade C. the birth control pill Materials

Common Core 1. Roe v. Wade: 1973 – Gale Cengage 11-12.RI.7 Integrate and evaluate multiple sources of Learning information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to 2. “Who Needs an Equal Rights address a question or solve a problem. Amendment?” – NOW

11-12.W.7 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

Topic 3: Give Earth a Chance Notes Assessment

Massachusetts Frameworks Expectations Summative District USII.28 Analyze the important domestic policies and 1. Explain why the Environmental events that took place during the presidencies of Movement began June Assessment Presidents Kennedy, Johnson, and Nixon. (H) 2. Identify Rachel Carson, Ralph Nader, and A. the creation of the Environmental Protection Agency Silent Spring (EPA) in 1970 Materials Common Core 1. Earth Days 11-12.W.7 Conduct short as well as more sustained research projects to answer a question (including a 2. “Give Earth A Chance” self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize 3. Silent Spring – Rachel Carson multiple sources on the subject, demonstrating understanding of the subject under investigation.

11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Topic 4: The EPA Notes Assessment

Massachusetts Frameworks Expectations Summative District USII.28 Analyze the important domestic policies and 1. Discuss the Environmental Protection events that took place during the presidencies of Agency, Clean Air Act, and the Clean June Assessment Presidents Kennedy, Johnson, and Nixon. (H) Water Act

B. the creation of the Environmental Protection Agency 2. Describe modern day efforts to save the (EPA) in 1970 environment

11-12.W.7 Conduct short as well as more sustained 1. Environmental Protection Agency research projects to answer a question (including a www.epa.gov self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize 2. First Along the River – Ben Kline multiple sources on the subject, demonstrating understanding of the subject under investigation.

11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.